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Baccalaureate Address 



GRADUATING CLASS OF 1870, 



Ptftfjew female Allege 



DELIVERED r,X 



PRESIDENT H. M. PIERCE, LL.D. 



FOURTH AVENUE PRESBYTERIAN CHURCH 



(REV. DR. CROSBY S;. 



Sabbath Evening r. -I une 5th, 1870. 



N E W Y O R K : 
CTJSHING BARDUA & CO., PRINTERS 644 and tilt, BROADWAY. 



1870. 



Baecalmireal® Address 



GRADUATING CLASS OF 1870, 




i 






ft 



delivered ey 



PRESIDENT H. M. PIERCE, LL.D.. 



FOURTH AVENUE PRESBYTERIAN CHURCH 



(REV. DR. CROSBYS). 



Sabbath Evening, June 5th, 1870. 



N E W YORK: 

CUSHINU. BARDUA & CO., PRINTERS, 044 and 646 BROADWAY. 



1870. 







NKW YORE PUDL. I 

IN EXCHANGE, 



ADDRESS. 



Young Ladies of the Graduating Class : 

I must ask of you this evening, the same indulgence granted 
to me by the class of 1867. As there seemed, upon that occa- 
sion, a demand for an address more general than individual, so 
upon the present, the condition of this college and of the educa- 
tion of women in our city, calls upon me to dwell upon a subject 
chiefly of interest to you because it concerns the well-being and 
happiness of your sex — a subject that appears clearly projected 
as eminently fit and fully ripe for consideration. 

I must, then, direct my address to the public at large, though 
custom and my own feelings would lead me to choose a subject 
of personal interest to you who are about to exchange the re- 
straints, discipline, and experiences, of college life, for the duties, 
responsibilities, trials, and enjoyments of the world. 

The equality of all people before God is taught in the Scrip- 
tures. From this logically follows, and with the sanction of the 
same divine oracles, the great principle of the equality of all the 
people before the law. If then, the law of the land creates 
privileged classes, such for instance as orders of nobility, on 
whom it bestows powers not given to others, it makes distinc- 
tions that are repugnant alike to the teachings of Christianity 
and of experience. The utter rejection of this sort of feudalism 
from the constitution of the United States, was a great step in 
the progress of Christian civilization, and is soon to be followed 
throughout the world. But if the State fulfills its duty to a part 
of the people in the bestowment of that which it is a benefit for 
them to receive and a duty for the State to give, and does not 
do the same for the whole, or, if it docs this for such other part 
in a less degree, its neglect of these, or its less complete fulfill- 
ment of its duty towards them against whom it thus discrimi- 
nates, this is in the nature of a wrong, and tends to create an 



inequality among those entitled to equal treatment, which is the 
essential injustice of that feudalism which was meant to be 
wholly repudiated and forever banished from this country. Pre- 
cisely this has been done by the State in the matter of the educa- 
tion of women, and by the community in copying the example 
of the State. 

Now the relation between religion and education is that of 
parent and child. Wrong, then, in a matter of such great im- 
portance as the education of one-half of the whole people, may 
well claim the earnest attention of the Christian Church, and, 
therefore I deem it entirely appropriate to this Sabbath evening 
and to this house of worship, to argue the following proposition : 
That while the state, in granting great sums of money for the 
education of men, and the community, in imitating, in this, the 
example of the State, have done well ; yet, in so much as both 
have failed to do so equally for women, this less complete fulfill- 
ment of public duty is not only a great wrong to a part of the 
community, but a great harm to the whole, as it directly fosters 
an inequality which is repugnant to Christianit} 7 and to the best 
interests of society. I shall attempt to show that in this matter 
there is a great wrong to be righted, and a great duty to be done. 
I shall urge this as the ground of an appeal for the endowment 
of a university for women in the city T of New- York, as thoroughly 
appointed in all respects as the best institution for the education 
of men in the state. 

As a fitting preface I may be permitted to restate some things 
said on a previous occasion. I am fully persuaded that the time 
is not far distant, when it will be thought almost incredible that 
the question of the inferiority of woman should ever have been 
seriously debated. 1 am fully persuaded that upon all great ques- 
tions touching humanity, the human mind will, at length, accept 
the teachings of Christ as final ; and the question whether or not 
woman is the equal of man, I conceive authoritatively settled by 
Ilini, when He pronounces marriage such a union as excludes 
the idea that there can be essential inferiority in one of the 
parties. His ideal of marriage, unknown alike to the classical 
nations and to the Hebrews, is [incompatible with the inequality 
of the sexes. Nor d<> we find a trace in His lite or teachings, or 
in tlh.se of His apostles, which tends in the least to countenance 
BUch aii idea. The few appaient exceptions to this statement 



grow out of Oriental usage, or are explained by the troth that 

subordination is consistent with equality. Not even superficial 
reasoners should have been misled by these exceptions, when, 
generally speaking, there is no distinction in the moral duties 
imposed on each, none in the warnings and promises addressed to 
each, none at the cross, none in the day of judgment. Equality, 
though it excludes the idea of inferiority, is consistent with di- 
versity. There is a difference between the sexes that at once 
raises the question whether there should not be a difference in 
their education. After the most careful thought that I could 
give the subject, I am of the opinion that it should be the same 
to a much greater extent than most persons are willing to con- 
cede. Up to a certain point the education of men is much the 
same ; beyond that point comes in a special training. Thus, on 
leaving college, the young man who is to pursue law receives a 
legal training. But the great fact here to be noticed is, that, up 
to a certain point, all liberally-educated men are trained much in 
the same manner. For a long time, a liberal education seems to 
take no note of the specific ends, which, finally it may be desir- 
able to aim at. It contents itself with enlarging and strength- 
ening the mental powers. It unrolls before the young man the 
ample page of knowledge, confident that this is the best prepar- 
ation for any path that he may finally choose. If, then, it is 
best for the young man that, by a liberal education, his memory 
should be strengthened, his reasoning powers disciplined, his 
judgment matured, his mind enlarged, — why is it not best for the 
young woman also? This is a question for those who differ with 
us to answer. It is a question that more would seriously ask, 
were it not that the minds of many are unconsciously swayed by 
a belief in the essential inferiority of woman. It can only arise 
from this pernicious error, or from some doubt as to the real ad- 
vantage of a liberal education, — an error and a doubt, both of 
which should be remanded to the Dark Ages. Surely there is 
nothing which the undergraduate learns in his college-course, 
which he should not be glad that his wife should know as well as 
himself. Surely, a liberal education has miserably failed of its 
aimpwhen a man desires in a wife, not an equal, but a toy or a 
slave. The idea of woman as a slave is a barbarian idea. The 
savage has it to perfection, and because he has it he is a savage. 
The savage makes woman do the work of a beast of burden ; the 



6 

half-civilized Chinese puts on her all the drudgery of hard work, 
— " the wife drags the plough, the husband sows the grain." To 
the savage, woman is a slave. The half-civilized man combines 
with this the idea of woman as a toy. This is an unchristian 
idea ; unhappily, it is too common even with us, yet, with some 
other degrading ideas, it is a relic of heathenism. The whole 
difference between civilized Europe, half-civilized Asia, and 
savage Africa, can be accurately measured by the idea of wo- 
man, — the best test of civilization in either a nation or an indi- 
vidual. The question, then, whether our civilization is to ad- 
vance or retrograde, — stand still it cannot, — depends on the place 
hereafter to be given to woman. As to this question, the 
present seems to be a sort of crisis. The signs point both ways ; 
on the whole, the prospect is hopeful and cheering ; but we must 
either go back or go on, — we must become either more Asiatic 
or more Christian. 

There has been much discussion as to the present condition of 
woman ; and various schemes for her improvement have been 
earnestly urged and widely considered, though without any 
great unanimity. I shall not here express any opinion as to 
these, farther than to argue the need and importance of one 
thing, as to which there can be no difference of opinion ; this is 
the duty of giving to women equal means with men of obtaining 
a complete education. I shall argue this upon general principles 
from reasons applicable everywhere, yet with special reference, 
as I have already announced, to the college in this city, in behalf 
of which I speak. I therefore propose to show, at some length, 
how much has been done in the matter of the education of men, 
with the intent of clearly and forcibly bringing out the fact that 
comparatively little or nothing has been done for women. For 
just in proportion as the vast inequality, in this respect, of the 
laws and customs of all civilized communities, from the earliest 
ages, is understood, there must arise a feeling of wonder that its 
evil consequences have not been more clearly seen and felt, and 
a corresponding feeling that there is a great duty to be done, and 
a great wrong to be undone. 

Although not every man known to the world in law, medi- 
cine, science or theology, has had what is called a liberal educa- 
tion, yet it may, perhaps, be safely affirmed that something of 
the high character of such theologians, lawyers, physicians, ora- 



tors, men of science, soldiers, and statesmen, is directly or indi- 
rectly owing to college training. Fur in many ways the influence 
of the training of colleges and universities reaches such men in 
every position ; aids them, elevates them, and largely contributes 
to their success in life. Men have been thus aided, thus equip- 
ped for life, from a time dating much farther back than the pro- 
mulgation of Christianity. Institutions of learning of some sort 
may be traced back through the whole period of history. These 
were connected with the state through that alliance of govern- 
ment and religion which was so early and so universal a feature 
of civilization. Among the Assyrians, Babylonians, Egyptians, 
and other heathen nations the priests were a learned class. " In 
all the religious orders of the ancient heathen world there was 
somewhat of a scientific and philosophic spirit; their temples 
were colleges as well as shrines." Among the Jews there were 
the schools of the prophets ; and after the exile there were schools 
in connection with the synagogues, which seem to have been the 
first that contemplated anything like the general education of 
the people, but still with special reference to men only. The 
schools of philosophy among the Greeks extended beyond the 
priestly class, but were not thought to be fit for " women or 
slaves," who in matters of education were placed about on the 
same level. In the Roman empire, professorships of Grammar 
and Rhetoric, with fixed salaries attached to them, were estab- 
lished for the education of young men for the public service. It 
was not until two hundred years after Christianity had become 
the state religion of the Roman empire, that the celebrated Pa- 
gan schools of philosophy as such, were closed by the govern- 
ment in the sixth century ; and schools of Christian learning may 
be traced back to the same time, for Athens continued till the 
ninth century to be a place to which students repaired from all 
parts of Europe. Even in what are called the Dark Ages, some 
princes cherished scholars and fostered institutions of learning. 
As soon as governments were once more firmly established after 
the confusion that followed the down-fall of the Roman empire, 
schools began to be established. Charlemagne is claimed by 
some-to have founded the ancient University of Paris, which con- 
tinues to this day on a scale commensurate with the glory of 
France and with the pride of its capital. The University of 
Bologna was established as early as the eleventh century, and in 



8 

the thirteenth was attended by ten thousand students. The rep- 
utation of the college at Salamanca in Spain extended through- 
out all Europe, and at the end of the fifteenth century it had 
seven thousand students. The earliest of German universities, 
that of Prague, was founded in 1350. 

These few general facts are enough to show what was done for 
the education of men in Europe in the middle ages, without re- 
ferring to the schools of the learned order of the Benedictine 
monks, or to those of the Jewish Rabbins and the Arabian 
schools of philosophy in Spain. The pride of princes was en- 
listed in behalf of these schools for men, and those who attended 
them were in some cases exempt from ordinary tribunals, and 
were permitted to be tried in civil suits by their own judges. Of 
the vast sums granted to universities in more modern days, such 
as the national institutions of Vienna, Berlin, Munich, and St. 
Petersburg, there is not time to speak. 

Perhaps the best idea of what has been done for the learning 
of men in the long period of Christian civilization in Europe up 
to the present hour, may be formed from the universities of Ox- 
ford and Cambridge, whose origin goes back to Saxon England, 
and which have been enlarged and improved in every century of 
English history. " From the neighboring heights Oxford pre- 
sents a grand and imposing spectacle from the number and vari- 
ety of its spires, towers, domes, and other public edifices, while 
these structures, by their magnitude and splendid architecture, 
give it, on a nearer approach, an air of the most striking mag- 
nificence." As early as the year 1201 it had three thousand 
scholars, or nearly half of the present number, which is about 
six thousand. Oxford University returns two members to Parlia- 
ment; and the heads of its numerous colleges and its professors 
rank with the first men in the kingdom, as do those of the rival 
University of Cambridge, which is the equal of Oxford in the 
long array of illustrious men who have gone forth from it ; such 
as Cromwell and Wilberforce among statesmen, Spencer, Milton, 
Dryden, and Wordsworth among poets, Bacon, Newton and 
Herschel among philosophers. Yet this is by no means all the 
provision made in Britain for the higher education of men ; and 
to show this, I need only mention the Universities of Edinburgh, 
London, Dublin, and the schools in which young men are trained 
for the greater institutions ; such as Eton, Winchester, Harrow 



9 

on the Hill, and Rugby, which are in fact richly endowed and 
well appointed colleges. 

England has made no equal provision for the education of 
women; and in this respect its example was unhappily followed 
in the United States. When our fathers came here protesting 
against the injustice of the laws and customs of Europe, and 
founded in the wilderness a new society in which they meant that 
all should be equal before God and the law, they copied the un- 
equal practices of Europe in the matter of the education of 
women, although they were greatly in advance of Europe in this, 
that they made the education, as they thought, of the whole peo- 
ple, the basis of their free institutions. It is not for us to blame 
them that they did not make women equal with men in the mat- 
ter of education, for it has not been till within this generation 
that we have begun to see that this was a mistake; and not only 
a mistake wholly incompatible with the general ideas from which 
our democratic institutions have sprung, but in fact a great wrong 
done to one half the population and a great injury to the whole. 

To show how unequally women have been treated in this 
country of equal rights and privileges, I shall speak of the pro- 
vision made in this State for the education of men exclusively. 
The oldest college in this State is that of Columbia, founded in 
the year 1754. It has fifteen professors, and its buildings, ap- 
paratus, and funds amount to $3,300,000. Of the two youngest 
colleges, the Free College of New York has twenty-eight officers 
in its faculty ; its buildings and apparatus are valued at $262,000, 
and its yearly appropriations represent a capital of $2,500,000. 
The Cornell University has thirty in its faculty. It has received 
a valuable grant of lands from the United States, as well as a 
vast sum from private liberality ; and its endowment is variously 
estimated at from two to three millions. The whole number of 
colleges and universities in this State is sixteen, with about two 
hundred professors and $15,000,000. It should also be noted 
that the provision for the education of men in this State, which 
began at so early a period, has been greatly increased within a 
few years, as seen in the endowment of the Cornell University, 
the college of New York, the University of Rochester, and the 
new University of Syracuse, for which half a million of dollars 
has been subscribed within a few months, besides large sums re- 
cently contributed to other institutions. 



10 

On the other hand it is to be remarked that from the first set- 
tlement of the State down to within a few years, there have been 
no colleges for women; there are now but four: — the Ingham 
University, Elmira College, Yassar, and "Rutgers Colleges. The 
latter, chartered in 1867, has no endowment. The funds of the 
other three, as appears from their reports made this year to the 
regents, amount to a little less than $100,000, their buildings and 
apparatus to a little less than $1,000,000. More than one half of 
this is credited to Yassar College — the munificent donation of 
that truly wise man, Matthew Yassar, who built to himself, in 
his life- time, a noble monument — the pioneer of the greatest 
movement of the age in which he lived. 

In saying that nothing was done before for the highest educa- 
tion of women in this State, till within a few years, I do not wish 
to disparage the excellent schools for their education in the gen- 
eration before us. I would make honorable mention of Miss 
Hannah Upham's school, so long and well known at Canandai- 
gua, in Western New York, and of Mrs. Emma Parker Willard's, 
at Troy. I would also most cordially bear witness to the fact 
that there are in this city and throughout the State, schools for 
women, in which the instruction is exceedingly creditable to 
those who give to it their ill-requited toil, their learning, and 
their piety. But, it is not possible even for those gifted men 
and women who have the charge of these schools, to furnish 
the same facilities for education as can be given in those institu- 
tions for men which have been growing more perfect for a hun- 
dred years — which absorb nearly all the sympathy of the public, 
and are upheld by millions of money. It is true that common 
schools and academies, for both sexes, are supported by the State, 
and thus far what it does for men and women may be said to be 
equal, but beyond this there is all that lias been done for the 
higher institutions that are exclusively for men. And this is by 
no means wholly a matter of money, but also of the great pub- 
lic interest which these higher institutions enlist in their behalf 
in every way, through their professors and students. Thus some 
of these colleges have called to them men of fame from the old 
world, such as President McCosh, Professor Agassiz and others. 
Their commencements are great occasions. In the common- 
wealth of Massachusetts, commencement day at the University 
of Cambridge is a holiday in Boston, and the governors of Mas- 



11 

sacliusetts from John Hancock down, have gone out with a mil- 
itary escort from the city to that ancient seat of learning. 

So great a difference in the matter of the education of men 
and women, not only in this State, but in all the States of this 
Union, not only in this country but in every country of the 
civilized world, not only in this generation but in all generations, 
— what must be the cumulative effect of so lone* and so great a 
difference, in bringing about an inequality in the sexes which 
God never meant there should be, and which is both the danger 
and the disgrace of modern society. It is true that just as sell- 
educated men have benefited by what has been done for the liberal 
education of men, so women have; and that in various other 
ways the inequality between the sexes naturally resulting from 
the inequality in their education, has been lessened ; but still, 
when we look at the difference between them which law and 
custom have made in this matter, in all its length and breadth, 
and through the whole period of present and past time, the 
wonder is, that there is not a greater actual inequality between 
the sexes. 

The fact that in such a state of things the feminine intellect 
has stood its ground so well in the presence of the masculine 
intellect, is a very strong proof of its real power. If there had 
been as much more done for woman as there has been done for 
man it is very doubtful whether he would have borne such test 
of his powers as well. Had our fathers founded institutions like 
Harvard, Yale, and Columbia for women, had they planned for 
the instruction of young women with the same far-seeing wisdom 
and ample means that they did for young men, and had this 
course been followed everywhere in the United Stated, keeping 
pace with the development and growth of the country, our civil- 
ization would have been far in advance of what it is now. If 
this had been done, we should not now present the spectacle of a 
society conferring benefits upon one-half of its population which 
it does not equally confer upon the other, and doing this in 
manifest disregard of its own leading idea of equal privileges for 
all. I cannot but think that the millions given within the last 
ten ygars exclusively for the higher instruction of men in this 
country had better have been given, every dollar, to enlarge and 
improve the education of women. Much more ought to be done 
for the education of men in this State, but surely no time should 

LrfC. 



12 

be lost in bringing up the institutions of learning for women 
fairly to an equality with theirs. 

In full belief of the ennobling influences of liberal education 
upon men, with full knowledge of the earnest desire of this 
community that whatever can be done to improve the condition 
of women, shall be done faithfully and without delay, I submit 
to this audience that Christian duty, the welfare of the commu- 
nity, the honor of New York, which in this respect should set an 
example to the whole country, require that there should be 
immediately endowed in New York a university for women, 
commensurate in all its appointments with the rank of this city 
as the future metropolis of the world. 

The immediate practical results of such an institution would 
be beneficial in the highest degree. It would give, in a word, to 
our young women a thorough mental training. This, I believe, 
should be the chief object of educational institutions. Correct 
mental habits mould character, check weak and enervating 
tendencies, lift men to a higher order of life, and enable them to 
perform continuous, consecutive labor. Well has a distinguished 
English statesman said, " Give me the formation of my son's 
habits till he is twenty-one, and under the grace of God, I will 
ensure his success in any honest avocation." Without good 
mental and moral habits, man is like a ship voyaging upon treach- 
erous seas without rudder, compass, or chart. Without good hab- 
its, man cannot depend upon himself, neither can others depend 
upon him. He is wavering, " like a wave of the sea driven by 
the winds and tossed, — a double-minded man, unstable in all his 
ways." With little to guide and check his natural impulses, he 
easily becomes the victim of idleness, folly, dissipation, and vice 
in its worst and most soul-destroying forms. 

Correct mental and moral habits cannot be fixed and confirmed 
at an early period of life. The majority of our young women 
leave school at a time when their most thorough training should 
commence. As a general thing the girl at sixteen has already 
completed the course of study prescribed in her school, and has 
passed out into the world at the most dangerous period in the 
life of either man or woman. Untrained, immature, impulsive, 
as ignorant of the world without as the world within, with no 
definite employment or occupation, she is turned over to the 
tender mercies of society, — which are cruel. To women 



13 

thus uneducated and untrained are committed the most pre- 
cious trusts, interests, and responsibilities. In such a condi- 
tion what wide spread, pernicious, destructive results might we 
not naturally expect and dread? I speak now of the majority, 
and I am continued in the truth of what 1 utter by the exceptions 
to this class, women of cultivation and refinement, accomplished 
in all that elevates and adorns life; women who, with noble 
ambition, have refused to be separated from literary pursuits 
and the great sympathies of their age. Another test of the 
truth of what I affirm, is found in the fact that these self-educated 
Christian women to whom I have referred, find themselves utterly 
powerless in stemming the tide of fashion and extravagance that 
waste fortune, destroy happiness, ruin families, sap the founda- 
tions of society, and form to-day the burden and the curse of our 
civilization. Powerless in a great degree are the appeals of the 
pulpit and the moral influences of the age in checking these 
devouring elements. To my mind, the chief remedy for these 
evils is to be found, as I have directly or indirectly argued 
throughout this discourse, in atoning for the almost irreparable 
wrong done to women in all ages and in this age, by now giving 
to her what is due her and what God meant she should have, — 
an education fully equal to the best which can be given to men. 
Let us see to it, then, that there be provided in this city and 
throughout the land, higher institutions of learning for our 
young women, that shall attract them, interest them, train them, 
strengthen their intelligence, broaden their views, fill their minds 
with elevated thoughts, their hearts with pure sentiments, and, 
in a word, open to them the wisdom of all ages. Institutions, 
that instead of releasing young girls at sixteen will not receive 
them till that age, and that thus shall keep them out of the vor- 
tex of fashionable life, and pure from the pollution of extrava- 
gance, excitement, and dissipation. 

In closing, I shall allude to but two out of the man y cases in which 
a higher intellectual and moral discipline than that which woman 
now receives would be of service. Woman has in the family a 
field where every attainment comes into most valuable service. 
Suppose hers to be but a humble home ; with a well trained and 
well balanced mind, with habits of order, with correct tastes and 
just sentiments, with a soul in sympathy with all that is good and 
holy, she would be invaluable in her relations to all connected 



14 

with her little kingdom. Every family is worthy to receive all 
these influences, and will reward them. The family is the basis 
of the state, and the state will only become perfect through such 
families. 

A collegiate education for women would be of inestimable 
value to that great system of instruction that surrounds the 
family, from the primary school upward, and which is fast falling 
into the hands of women, as by a process of nature. This work 
of instruction is becoming more and more woman's work, and 
the need therein is immense of higher attainments, of more cul- 
tivated minds and hearts. 

I need not further particularize the fields of life in which a 
higher mental training would be of the greatest importance to 
woman and to society at large, nor need I speak of the new and 
possible avenues that would thereby be opened for her future 
labor and usefulness. 

In conclusion I restate the leading ideas in this address, 
namely ; the right of woman to an education equal to that of 
man ; the fact that she has never had this right ; the great evils 
of withholding it ; the duty of atoning for the wrong and repair- 
ing the injury in the most immediate and liberal manner. I 
have argued this proposition on general principles, true every- 
where, yet with special reference to the college in this city in 
behalf of which I speak. 

Young ladies of the graduating class ! To my declaration 
this evening that woman is intellectually as well fitted as man 
to pursue as high a course of instruction as is prescribed in col- 
leges for men, you add a special emphasis. Entitled as you were 
a year ago to receive the diploma that the trustees of this insti- 
tution had previously awarded to the members of thirty grad- 
uating classes in as many years, you preferred, and have success- 
fully pursued, the additional year's study which the new curricu- 
lum required as necessary to a full college diploma. For you 
has the honor been reserved of receiving the first full college 
diploma, with the corresponding literary degree, that lias ever 
been bestowed upon women in this city. 

In sending you forth from an institution, with which we hope 
you will be able to associate only pleasant recollections of profit- 
able labor, social enjoyments, and lasting friendships, we are con- 
fident in the belief that the literary work you have here begun 



15 

will prove to be a life-work. With all your natural and ac- 
quired force of character, resist those appeals that will beset you 
on every hand to leave the severer, though more god-like, path 
on which you have thus far journeyed so courageous^, for the 
easier and more travelled avenues of pleasure and indulgence. 
You have it in your power to more than confirm all that 1 have 
said of woman's capacities and capabilities, when properly de- 
veloped and trained. 

Ever remember that before allowing you to drop from your 
hands the text-books of art, science, and literature, we turned 
your special attention to the sublime truths of that Book of 
Books, the study of which must never cease, and to which both 
teacher and pupil must ever resort for those higher teachings 
which alone have power through Divine grace to prepare you 
for the life here and the life everlasting. 

"Remember your Creator in the days of your youth." " Lay 
up for yourselves treasures in Heaven, where neither moth nor 
rust doth corrupt." "Set your affections on things above, where 
Christ sitteth at the right hand of God ;" " and the very God of 
peace sanctify you wholly ; and I pray God your whole spirit, 
and soul and body be preserved blameless unto the coming of our 
Lord Jesus Christ." 



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